Assessing the impact of agile learning process through sprints in higher education: students’ perceptions

Abstract

This study introduces an agile teaching and learning process in higher education marketing courses and evaluates its effects based on students’ perceptions. To assess the impact of the agile methodology, a quantitative study was conducted over three consecutive academic years with a sample of 848 students. The descriptive analysis examined intrinsic motivation, interactivity, active learning, engagement, satisfaction, and skills development using validated Likert-type scales. Reliability indicators demonstrated high internal consistency. The results reveal consistently positive student evaluations across all constructs, particularly in perceived interactivity, engagement, and overall involvement. At the end of the courses, students most frequently described the classes as interesting, entertaining, and useful. The findings indicate that the agile teaching and learning process strengthens students’ active role, enhances perceived learning outcomes, and supports the development of transferable competencies, suggesting that agile methodologies represent an effective framework for meaningful learning in higher education.